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Structuring Extra-Classroom Pedagogical Partnership to Support Truth Telling for Equity and Inclusion: Recommendations for Practice

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Title: Structuring Extra-Classroom Pedagogical Partnership to Support Truth Telling for Equity and Inclusion: Recommendations for Practice
Language: English
Authors: Alison Cook-Sather (ORCID 0000-0002-0116-7158), Elena Marcovici
Source: Journal of Diversity in Higher Education. 2025 18(1):S766-S771.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Epistemology, Diversity Equity and Inclusion, Equal Education, Student Diversity, College Students, Teacher Student Relationship, Educational Practices, Sense of Belonging, Social Justice, Partnerships in Education, Meetings, Student Experience
DOI: 10.1037/dhe0000606
ISSN: 1938-8926
1938-8934
Abstract: Equity and inclusion efforts are undermined by individual and institutional inattention to the lived experiences of an increasingly diverse college student population. Extra-classroom, student-faculty/staff pedagogical partnerships can foster truth telling about and the development of practices that support diversity, equity, inclusion, belonging, and justice. In this practice brief, we offer recommendations for (1) developing pedagogical partnership projects and programs, (2) dedicating regular meetings to supporting student partners in sharing the truths of their lived experiences, (3) scaffolding faculty and staff partners' listening to and acting on the truths student partners tell, and (4) sharing truths more widely.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506311
Database: ERIC
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  Data: Structuring Extra-Classroom Pedagogical Partnership to Support Truth Telling for Equity and Inclusion: Recommendations for Practice
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  Data: <searchLink fieldCode="AR" term="%22Alison+Cook-Sather%22">Alison Cook-Sather</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0116-7158">0000-0002-0116-7158</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elena+Marcovici%22">Elena Marcovici</searchLink>
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Equity and inclusion efforts are undermined by individual and institutional inattention to the lived experiences of an increasingly diverse college student population. Extra-classroom, student-faculty/staff pedagogical partnerships can foster truth telling about and the development of practices that support diversity, equity, inclusion, belonging, and justice. In this practice brief, we offer recommendations for (1) developing pedagogical partnership projects and programs, (2) dedicating regular meetings to supporting student partners in sharing the truths of their lived experiences, (3) scaffolding faculty and staff partners' listening to and acting on the truths student partners tell, and (4) sharing truths more widely.
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      – Text: English
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      – SubjectFull: Epistemology
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      – SubjectFull: Diversity Equity and Inclusion
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      – SubjectFull: Equal Education
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      – SubjectFull: Sense of Belonging
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      – SubjectFull: Partnerships in Education
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